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CCSS Ela-Literacy RL 9-10 2

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115 views

CCSS Ela-Literacy RL 9-10 2

Uploaded by

api-240344616
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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The Heros Journey Lesson Plan I.Benchmark/Standard: A. CCSS.ELA-LITERACY.RL.9-10.

2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. B. CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. II. Behavioral Objective: Watching clips about heroes in popular cultures, students will be able to recognize the steps of the Heros Journey and be able to connect these steps to their own favorite heroes. III. Anticipatory Set: A. Students will be asked to respond to the following journal prompt: What makes someone a hero? Give some examples of your favorite heroes, and how they fit these characteristics? B. Students will have 6 minutes to write a response in their journals, and then will have an opportunity to share out. This journaling technique will be used to assess the knowledge that students already have about the concept of a hero, so that I will know what concepts they already know and what ideas need to be discussed further. Objective/Purpose: A. The purpose of this lesson is to learn about what makes a hero by going through the steps of the Heros Journey. We will learn this by using graphic organizers and watching clips of popular heroes, so that you will see the examples of this journey and the characteristics that all of these heroes have in common. Input A. Task Analysis1. Students will complete the anticipatory set, reflecting on their own definitions and qualifications of a hero. They will then be given an opportunity to share. As students are writing, I will take credit for homework. 2. Briefly, after the discussion on heroes, we will go over Vocab definitions. 3. Using the graphic organizers in their Language Arts Textbook, students will be lead in a discussion that details the steps in the Heros Journey. 4. We will watch video clips that connect popular culture heroes to these steps. 5. To end class, we will have a brief grammar mini-lesson on prepositions and I will assign homework.

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B. Blooms Taxonomy1. Knowledge: recognize and define the steps of the Heros Journey 2. Analysis: compare how your favorite heros story connects to the steps of the Heros Journey. C. Learning Styles1. interpersonal: students are discussing connections with the class. 2. intrapersonal: students are independently journaling. 3. auditory: students are listening to a lecture. 4. visual: students are watching video clips.

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Modeling A. connecting my own favorite hero to the steps of the heros journey. B. Helping students make connections to the clips that we are watching and the Heros Journey.

VII. Checking for Understanding A. The journal prompt and discussion afterwards will assess what students currently understand about the concept of a Hero B. The class discussion will allow me to see if students are able to talk through the concepts that we are learning, and make connections to the clips that we are watching.

VIII. Guided Practice A. Going through the steps of the Heros Journey while using clips from popular culture. B. Discussing some of the examples given from the journaling that the students shared and relating their heroes to the steps of the Heros Journey. IX. Independent Practice A. Students writing about their heroes during the anticipatory set and filling in the graphic organizer with their own ideas/examples. Closure A. A grammar mini-lesson on prepositional phrases and assigning homework.

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